生物信息专业教学模式的探索与实践

生物信息专业教学主要是培养学生综合运用各种统计方法和工具进行生物信息数据处理分析的能力。基于此,对生物信息专业课堂教学模式进行探索,结合CBI、SPOC等多种教学模式,组建海外精英教学团队;采用先进的教学方法,创建野外实习基地、海外毕业设计基地;引导学生早期接触生物信息学应用领域和科学研究。实践证明,创新教学模式为培养生物信息创新人才提供了有力保障。     

Using cultural historical activity theory to uncover praxis for inclusive education

This paper explores ways in which cultural historical activity theory (CHAT) provides a useful framework for examination of reflection and action during inclusive education fieldwork. Deeper understanding of combined reflection and action – praxis – is needed for researchers and teacher educators to support teacher candidates’ implementation of inclusive practices. We present a framework that includes core components of CHAT and potential insights these elements can bring to describing, analysing, or facilitating praxis during fieldwork. In particular, we discuss affordances of identifying activity systems, examining tool appropriation, and discovering tensions in teacher fieldwork. Examples based on evidence from two studies applying a CHAT lens to inclusive education fieldwork are embedded throughout the paper to illustrate the utility of this approach.     

Discomfort in the field—The performance of nonhuman nature in fieldwork in South Devon

Outdoor learning experiences can invoke feelings of uncertainty and discomfort, acting to disrupt human-environment narratives. In this article, the “performance” of nonhuman nature and discomfort in outdoor learning is considered, told through two vignettes from residential field trips with secondary age students, held at Slapton Ley Field Centre in South Devon, UK. This article asserts that discomfort associated with outdoor learning and fieldwork creates opportunities for learners to challenge their own environmental beliefs, values and attitudes. In particular, it is suggested that learners enter into a coproduction of place through interaction with nonhuman nature, and that this can, in turn, lead to a development of environmental sensitivity beyond the normally instrumental focus of such field trips.     

生活层面:民间小戏民俗学研究的新视角——以祁太秧歌为例

以往学界对民间小戏的研究缺乏对民众主体及其实践过程的关注,难以在民众生活和地方文化系统中揭示其本真状态。而民俗学由事象研究向整体研究发展的方法论反思与转型,为这方面研究的突破提供了方法上的指导。文章以祁太秧歌为个案,主张在地方文化系统和具体表演语境中对活态的表演进行细致描述和深入阐释,由此理解民间小戏与民众生活的关系。文章首先对民俗学倡导的生活文化研究的理论诉求给以梳理,然后提出个案研究设想,阐释实施研究的两个方法论重点,即整体观研究法和社区调查法,并评估研究设想的理论和现实意义。     

Preparing future citizens for post ‘Chernobyl’ Ukraine: A national calamity brings about reform of science education

This paper responds to the challenge of how educational research might be practised in a contemporary world that is no longer necessarily organised by nearness and unity. Focusing on ethnography, it argues for what a multi-sited imaginary contributes to research in the field of education. By giving prominence to the notion of multi-sited ethnography as it has been developed by the anthropologist George Marcus this paper shows how ethnography conceived this way is now necessary in educational research. By bringing together recent concepts from anthropology with educational ethnography, it provides an analysis and reconstruction of how to go about doing ethnography in a world that is characterised by partial connections. To highlight the contributions to education of this research imaginary the paper provides an example of how to approach a specific research topic in this field. In sum, this paper makes a unique contribution to educational research by providing an ethnographic approach for the study of contemporary educational lives.     

Trusting the method: an ethnographic search for policy in practice in an Australian primary school

The apparent simplicity of ethnographic methods – studying people in their normal life setting, going beyond what might be said in surveys and interviews to observe everyday practices – is deceptive. Anthropological knowledge is gained through fieldwork and through pursuing a reflexive flexible approach. This study carried out in a non-government primary school in Perth, Western Australia focused on the processes used by the teachers to implement reporting policy. The focus of this paper is not on the data of the research, but on the experiences of a researcher in the field for the first time. Despite being aware of what Schweder (1997) describes as the need to be open to the surprise of ethnography, the events which followed my first hours in the field still managed to disturb my equilibrium as they proceeded to unfold in unexpected ways. The factors which influenced the outcome of the research were serendipitous and for the researcher were vital in my initiation into ethnographic methods.     

祁门县榉根岭明清时期碑刻的发现与解 读

榉根岭是徽州通往池州的古道,在这条古道上至今还保留着七通明清时期的碑刻。对其加以解读,能深刻感性的认识徽州民间慈善帮助、水土保持等。同时为研究徽州文化,特别是民俗文化提供了详实的材料。     

论人类学田野调查中的转折性事件

田野调查中的转折性事件是在田野调查过程中发生的具有改变调查局势作用的标志性事件,这些事件是调查者融入被调查者的关键点,也是被调查者将调查者视为"自己人"的开端。田野调查者在进行田野调查时要合理运用这种事件出现的天时地利人和条件,抓住有利于调查的契机,形成融入当地人生活的局面。     

Who should teach? A Chinese teacher candidate’s understandings of a good teacher and racialised experiences

Being a good teacher depends on many cultural and linguistic assumptions. Dominant definitions of a good teacher are often based on these implicit assumptions. Probing notions of a good teacher, we examine the endeavors of a Chinese international pre-service teacher, Ling, to become a “good teacher” through her encounters with micro-aggression in the context of her coursework and fieldwork at a U.S. university. The data presented here were collected through semi-structured interviews and field notes from 2014 to 2015 as part of a larger ethnographic case study. We find that the process of becoming a good teacher depends on many cultural and linguistic assumptions that are linked to micro-aggression. We conclude by reflecting on Ling’s understanding of a good teacher in light of dominant views on the matter and her ambivalence to speak up, and make recommendations for further research to allow for alternative views of good teachers to coexist.     

Bearing witness to teaching and teachers

Abstract

In this article, the author elucidates the idea of bearing witness to teaching and teachers. The orientation derives from a philosophical and field-based inquiry pivoting around the questions What does it mean to be a person in the world today? and What does it mean to be a person in the role of teacher? From 2012 to 2014, the author interacted closely with 16 teachers from 8 different state-funded schools in a large, culturally diverse US city. The endeavor included extensive classroom visits, whole-group discussion meetings, and a systematic series of individual interviews. The article shows how the orientation of bearing witness calls fresh attention to the person who occupies the role of teacher. It illuminates the easy-to-overlook truth that it is persons, rather than roles as such, who educate. The author argues that bearing witness contributes importantly to remembrance of deep educational values.